The Effects of Integrating IRS with a Flipped Classroom on Students' Learning Achievement and Self-efficacy
Wei Li, Wenzhou University, China ; Judy C. R. Tseng, Chung Hua University, Taiwan ; Li-Chen Cheng, Soochow University, Taiwan
EdMedia + Innovate Learning, in Amsterdam, Netherlands ISBN 978-1-939797-42-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The flipped classroom is a student-centered learning model that allows students flexible time to learn before class as well as more time to apply knowledge, solve problems, and interact with teachers and peers in class. However, students’ engagement in class will affect their overall learning performance. It is important for teachers to provide interactive learning activities and get instant feedbacks from the students to keep them engaged in class. In this paper, a novel flipped learning model that employs Interactive Response Systems (IRS) in the classroom learning activities is investigated. IRS are systems that will get instant response from the students while teachers raises some questions for students to solve. To study the effects of integrating IRS with the flipped classroom, the novel flipped learning model was applied to the mathematics in a primary schools and a quasi-experimental design was carried out to 72 fifth-grade students in Taiwan to explore the effects of this approach on students' learning achievement and self-efficacy. Based on the experimental results, integrating IRS with flipped classroom could both significantly enhance students' self-efficacy and their learning performance.
Li, W., Tseng, J.C.R. & Cheng, L.C. (2019). The Effects of Integrating IRS with a Flipped Classroom on Students' Learning Achievement and Self-efficacy. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1188-1196). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
© 2019 Association for the Advancement of Computing in Education (AACE)
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